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This book will be useful for administrators and labor organizers alike in assessing the degree of exploitation, or empowerment, in their own institution.
List of contents
Introduction Part I. Contingent Academic Labor in Broader Contexts 1. Contingent Faculty amid National Labor Trends 2. The Influence of Contingent Faculty on Student Outcomes 3. The "Cooling-Out Function" on Contingent Faculty Part II. Illustrating the Range of Work Conditions 4. Material Equity. Pay Parity, Job Security, and Benefits 5. Professional Equity. Opportunities for Development and Advancement 6. Social Equity. Faculty Diversity and Inclusivity by Race and Gender Part III. The Contingent Labor Conditions Scorecard 7. Introducing the Contingent Labor Conditions (CLC. Scorecard 8. Calculating the Contingent Labor Conditions (CLC. Scorecard Conclusion References Appendix. Contingent Labor Conditions (CLC. Scorecard Blank Forms
About the author
Daniel B. Davis is a PhD candidate in sociology at the University of California, San Diego; a Kauffman Foundation Dissertation Fellow; half-time faculty at Point Loma Nazarene University and a lecturer at San Diego State University. He has published articles on student college-to-career pathways in Sociology of Education and Research in the Sociology of Organizations. Davis previously researched undergraduate educational outcomes with CREATE (The Center for Research on Educational Equity, Assessment and Teaching Excellence) at UC San Diego. He has taught dozens of college courses in various settings, including private and public, community colleges and four-year universities, online and face-to-face. Across these institutions, the range of working and learning conditions Davis encountered was vast, with the highest-paying campus offering compensation four times greater than the lowest-paying institution. Some of the positions had benefits and reasonable security of contract; others had neither. The sense of professional inclusion-through designated office space, invitations to department events, and more-was substantial at certain campuses and non-existent at others. It was the experience of these disparate working conditions, their impact on Davis' sense of professional engagement, and their effect on his students that motivated him to write this guide. Click here to visit Daniel's professional website. Adrianna Kezar is a professor of higher education at the University of Southern California and codirector of the Pullias Center for Higher Education. Kezar is a national expert of student success, equity and diversity, the changing faculty, change, governance, and leadership in higher education. Kezar is well published with 18 books and monographs, more than 100 journal articles, and more than 100 book chapters and reports. Recent books include Envisioning the Faculty of the 21st Century (Rutgers University Press, 2016), How Colleges Change (Routledge, 2013
